Classroom Discipline and Reward System
“Step Up”
*Additional themes: “Rockin’Behavior” “Hollywood” “Reaching for the Stars”
Behavior Chart
The behavior chart on the white board/pocket chart is split into 6 levels. Each student has
a star/clothespin with their number/name written on it and is moved to the levels
according to the student’s behavior. Every child begins the day on Step 3 “Involvement”
“Ready to Learn”. This green section of the chart starts the day with a positive statement,
“I’m here and involved”. During the course of the day, the clothespins/stars move up
and down the chart based upon the behavioral choices each student makes. Good
behavior causes the clothespin/star to move up one level. Conversely, inappropriate
behavior will cause the clothespin/star to move down one level. The chart is fluid.
Position on the chart is based on the student’s behavior at any given time of the day. At
the end of the day, a weekly communication note to parents can be handed out and
students color the corresponding color. The note can go home on Friday to be signed.
Also, at the end of the day beads/dollars can be given to students by teacher or assigned
student.
*An important part to this system is developing the culture of those demonstrating “role
model” behaviors get the most privileges. As a teacher you should pick the students on
the higher levels to get coveted jobs throughout the day i.e. “those on level 5 line up
first”, picking someone from level 4 or 5 to run a special errand, level 4 and 5 go to lunch
first. Always use the words of “responsible” “trust” for those on the higher levels. The
surrounding peers will benefit from the proximity praise.
Level 5 Role Model (yellow)
The student has shown outstanding behavior by helping a friend, acting selflessly,
showing leadership, role model, helping the teacher or another adult at school, etc.
When a student gets to this level they receive an “Excellence Award” to take home and 3
beads/dollars.
Level 4 Excellent (pink)
The student has gone above and beyond by listening, working hard, helping others, and
showing respect.
At the end of the day, any students on Level 4 will receive 2 beads/dollars.
* Write how many beads/dollars they earn or lose on the behavior chart.
Level 3: Ready to Learn (green)
This is where all students start the day. The student is listening to the teacher,
participating, helping others, and showing respect.
At the end of the day, any student on Level 3 will receive 1 bead/dollar.
Level 2: Warning (brown)
The student is at the warning stage where the teacher has reprimanded his/her behavior.
Lose 1 bead/dollar.
Level 1: “Think”(orange)
Second warning and will result in the loss of a privilege. Lose 2 beads/dollars.
(Example: sent to their seat to fill out “Think” sheet or S.T.A.R. report (parents have to
sign and returned for teacher documentation), sent to another class if being disrespectful,
lose recess, write an apology letter, etc.)
Level 0: Unacceptable (red)
Student could be sent to the principal’s office or phone call to parent. Loses 3
beads/dollars. Note and call home to parents. Possible parent/teacher conference.
 Bead/Dollar System
Use the Bead/Dollar system as a positive behavior reinforcer. When students are
exhibiting positive behaviors in the classroom or out on the playground, they receive a
bead/dollar from the teacher.
(Examples of behaviors: sharing supplies with a classmate, picking up after themselves,
listening when the teacher is talking, follow directions in an assignment, participating
with the class in positive way, etc.)
Always give verbal reinforcements when giving out beads/dollars so the student knows
what behaviors are being reinforced.
Beads: Each student has a pipe cleaner to keep in their pencil boxes or their desks. When
they receive a bead, they place it on their pipe cleaner. Dollars: The dollars can be given
the same way as the beads, but an envelope can be provided so students can accumulate
their dollars. At the end of the week, they turn in their beads/dollars to me if they have
the expected number of beads/dollars for that week (10 for a typical week, reduce the
amount for a shorten week) which allows them to participate in Fun Friday. Call the
students who have earned the most beads/dollars to turn their beads/dollars in first and
then they may sign up for a center on the board. The student with the most beads/dollars
picks first.
Fun Friday is a 20 minute block on Friday afternoons where students who have earned
the set number of beads/dollars may have free choice of computer time, art, games,
puzzles or math manipulatives. Any student who has not earned the required number of
beads/dollars works at their desk on worksheets and makes up any work they have not
finished.
Any student absent receives an automatic 2 beads/dollars for that day. The substitute
classroom helper will place the 2 beads/dollars on their pipe cleaner.
If the student is absent on Friday, they will keep their beads/dollars the next week so then
they will get to pick first. Otherwise, all students hand in their beads/dollars on Friday.
The top 3 bead/dollar earners in the class will get to pick out pencils and a sticker from a
prize box.
How does this system tie in with rewards for completing
homework or class work?
You could stipulate that kids must earn 10 beads/dollars AND turn in all assignments in
order to have the reward. The problem you’ll have to solve is that some kids behave all
week but don’t do HW, and others do all their work but have trouble behaving. The
beads/dollars can become meaningless to those students. There three ways to handled
this:
A) Use the bead/dollar system for behavior and either class work or homework
completion. Some teachers use it strictly for behavior purposes.
B) Divide your center time/FunFriday in half, so that anyone who either doesn’t turn
in all their work or doesn’t earn 10 beads/dollars misses the first half and
participates in the second half. If someone doesn’t do their work AND has less
than 10 beads/dollars, they miss the entire time. This is simpler than it sounds and
works beautifully.
C) All students need to earn 10 beads/dollars to have Fun Friday but class work and
homework need to be completed before they can attend Fun Friday.
Holding contests with beads/dollars?
Another extension of the bead/dollar idea is to have contests between teams. Set the
criteria on the board (Most Cooperative, Quietest During Independent Work, Most ontask etc.). Pick 3 or 4 categories and keep them for awhile. Tell students that at the end
of the week, you will select one team AND one individual who displayed the attributes
shown. (The individuals selected may or may not be on the selected team). Those
individuals and teams will each receive an extra bead. It is possible for one team or
individual to earn all three categories, so the kids will be on their best behavior in hopes
of racking up serious bead/dollar counts with this! Giving extra beads/dollars to those
students who needed the fewest reminders to work, work well and work hard during the
week is a great reinforcement because those children often get less attention than the ones
who are always acting out.
S.T.A.R. Report
Stop: describe what behavior needs to change
I hit
No work
I called someone a name
I pushed
I didn’t listen
I was talking
Think: tell how you are feeling
Sad
Mad
frustrated
embarrassed
Act Responsible: your plan to change your behavior
Listen
Keep my hands
to myself
Be nice
Say “Sorry”
Take a deep breath
Walk away
Name ________________
Date___________
S.T.A.R. Report
Stop: describe what behavior needs to change.
_______________________________________
_______________________________________
Think: tell how you are feeling.
_______________________________________
_______________________________________
Act Responsible: your plan to change your
behavior.
_______________________________________
_______________________________________
_______________________________________
Name ________________
Date____________
Think Sheet
Name __________________ Date____________________
The problem happened:
recess
lunch
classroom
hallway
in
line
Tell what happened.
I hit
I called someone a name
I didn’t
listen
No work
I pushed
I feel:
Sad
Mad
frustrated
embarrassed
I will:
Listen
Keep my hands
to myself
Be nice
Say “Sorry”
Take a deep breath
Walk away
Name:_____________________________
Date:__________________________
1) Describe the situation that caused you problems. Be sure to describe it outside of
yourself-- like a news reporter looking objectively at the situation. Use several sentences.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2) Circle 2 or 3 feeling words that best describes how the situation made you feel.
Irritated
Mad
Disrespected
Sad
Embarrassed
Frustrated
Uncooperative
Angry
Hurt
3) Describe how you will cope better next time with this same situation and feeling.
You may ask staff to help you think of some ideas. Use several sentences.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4) What kind of action is appropriate in your situation? Ask staff to help you think of
ideas.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Signed and Approved by: ________________________________
Discipline Policy
In general, I am positive and preventive in the management of our classroom systems and
lessons. I work everyday to create an environment where children feel safe, secure and
eager to learn. I rely heavily on a variety of engaging and preventive teaching strategies
from researched books like “Teach Like a Champion” by Doug Lemov and “Positive
Discipline in the Classroom” by Jane Nelson.
In addition to being positive and preventive, I will use a new behavior system this year
called “Reach for the Beach.” This is a fluid chart that has 6 levels. A student can move
up or down on the chart throughout the day based on behavioral decisions. Each day,
every child starts the day on yellow/”Strong Swimmer.” When a poor decision is made,
he/she will move down; conversely when exceptional behavior decisions are made,
he/she will move up. The motivating aspect of this system is that if a child has to move
down, he/she can change the behavior and then get to move back up.
Key:
Blue
Green
Yellow
Orange
Pink
Red
Top to bottom levels
Senior Lifeguard/Above and Beyond- I am my best self. I am acting
selflessly and showing exceptional leadership.
Junior Lifeguard/Taking Initiative- I am my best self. I am taking initiative
to help and support others.
Strong Swimmer/My Best Self- I am my best self. I am participating and
doing my best work. I am respectful.
Practice Your Stroke/Warning- I made a poor decision and will work to
step it up.
Treading Water/Loss of Privilege - I am making poor decisions and acting
disrespectfully towards myself and others and need to work to step it up.
Out of the Water/Unacceptable - I continue to make poor decisions and
need to have a family and teacher meeting to future support positive change.
Every week, you will receive a weekly behavior update that your child will help to complete.
These will go home Monday and will reflect what color your child ended on every day of the
previous week. Review the report with your child; this sends a clear message that you are
aware of his/her behavior in school and care about him/her (and others) learning and
doing well.
On a side note, you should know that I am very consistent and firm at the start of the
school year. Many children will need to move down within the first week. In my
experience this sets us up for a very successful school year. I appreciate your support
in providing a safe, secure and fun learning environment for all! This new system will
start tomorrow.
Michelle _________
5
Dear Parents,
Our class has a behavior system called “Reach for the
Stars”. During the course of the day, the stars move up and down
the chart based upon the behavioral choices each student makes.
Good behavior causes the star to move up one level. Conversely,
inappropriate behavior will cause the star to move down one level.
The chart is fluid. The color below is where your child ended
his/her day.
Top level Shooting Star- Yellow
Super Star- Pink
Shining Star- Green
Rising Star- Brown
Falling Star- Orange
Stardust- Red
All students will begin on green at the start of the day. Those
students on yellow and pink have demonstrated exceptional
behavior.
Week of _______________________
Please sign and return on Monday.
_____________________________________
Parent signature
Name_____________________
Our class has a behavior system called “Step Up”. During the course of the
day, the stars move up and down the chart based upon the behavioral choices
each student makes. Good behavior causes the star to move up one level.
Conversely, inappropriate behavior will cause the star to move down one
level. The chart is fluid. The color below is where your child ended his/her
day.
Top level Step 5: Role Model- Yellow
Step 4: Excellent- Pink
Step 3: “Ready to Learn”- Green
Step 2: Warning- Brown
Step 1: “Think” - Orange
Step 0: Unacceptable - Red
All students will begin on green at the start of the day. Those students on
yellow and pink have demonstrated exceptional behavior.
Week of _______________________
Please sign and return on Monday.
_____________________________________
Parent signature